Direito e inclusão da pessoa com deficiência: uma análise orientada pela teoria do reconhecimento social de Axel Honneth

The law that justifies the inclusion of people with disability in schools and companies has been in force since the end of the 1980thies. In view of its coercion, people with disabilities have been enrolled at schools and been employed in companies. This research attempts to analyze the inclusion process according to Axel Honneth's Social Recognition Theory. Backed by his three dimension recognition process, we show firstly that inclusion signifies a process of individuation and social inclusion. Then, we study the law in force, its goals and strategies of achievement. We show that recognition's approach allows interpreting the law of inclusion more generously - in a less positivistic way. Finally, we approach the conditions for schools and companies to accomplish the law of inclusion so conceived.

Sobre jogo de linguagem: Habermas e Wittgenstein

This paper brings notes regarding Wittgenstein’s philosophy of language and its presence in habermasian philosophy by means of the basic concept language game. The approach of language of the second Wittgenstein reaches a rather culturalist abstraction, which, however, disclaims him of the pretension of being a theoretical of language, but in Habermas, this approach is put with an intention: the systematization of the universal pragmatics, which he presents as a theory of language games.

A linguagem do consenso nos marcos da regressão cultural: o fim da consciência e a construção do neocontratualismo de Jürgen Habermas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Propriedade intelectual e Teoria Social Crítica: caso do aprimoramento de sementes e dos direitos dos agricultores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Propostas Curriculares Para o Ensino Médio (1998/2013): uma análise sob a ótica de Jürgen Habermas

Pós-graduação em Educação Escolar - FCLAR

Diversidade religiosa e formação de professores de ciências: uma discussão em Habermas e um caso no ensino de Física

This article brings a discussion of the implications of religious diversity on science education as well as on teacher education. To orientate our discussion, we adopt as framework the ideas of German philosopher Jürgen Habermas on the political relationship that should govern relations between a naturalistic culture and different religious cultures. We also present a research with future teachers of physics, which aimed at investigating the positions taken by the future teachers towards non scientific models presented by students about the origins of the universe. We tried to identify, especially, the expectation of these future teachers would demonstrated about the contributing of the lifting of such models in class by students. We were able to find that most of them believe that the manifestation of these ideas could bring contributions to the discussion in the classroom. We also found that teaching practices based on communication, questioning and dialogue of the undergraduate course done by the prospective teachers has generated an ownership by the undergraduates of these practices and their potential application in other situations and other discussions, including inter-religious.

Comunicação e ação política no contínuo mediático: Luhmann contra Habermas. E nós contra todos

A política para Jürgen Habermas se faz com a formação de consciências e com o investimento na linguagem, no falar cotidiano, na relação intersubjetiva. Já para Niklas Luhmann, a política se faz por si mesma, e a opinião pública não tem relação com a opinião pessoal. Não adianta investir na linguagem, porque ela é pré-social, está além dos sujeitos, nenhuma democratização pode sair daí. Mas as propostas dos dois pensadores mostram-se insuficientes para a atualidade, com suas altas tecnologias comunicacionais, pois nenhum dos modelos dá uma resposta animadora para a questão das redes, nenhuma delas visualiza um espaço mediático próprio fazendo a mediação dos sistemas, nenhuma delas dá elementos para a construção de uma teoria da comunicação tecnologicamente avançada.

Therapeutic Project at Extra-Hospital Mental Health Services: a critical reflection on the elaboration and management of services' therapeutic projects

Based on a study conducted in Ribeirao Preto, SP, Brazil in extra-hospital mental health services that addressed the organization of these services, therapeutic projects and the inclusion of psychosocial rehabilitation in health actions available, a theoretical-critical reflection concerning the development process of the therapeutic projects by the services' teams is presented. The qualitative study was conducted in an outpatient clinic and a Psychosocial Care Center. Data were collected through semi-structured interviews and focal groups. Data analysis was based on the hermeneutic dialectic philosophy of Jurgen Habermas according to the techniques of reconstruction and interpretation. Data analysis revealed that professionals have difficulty developing and managing therapeutic projects. Health actions are made available without being concretely supported by a proposal guiding the service's practical activities. The therapeutic projects are referred by professionals as the result of guidelines provided by management levels or technical orientations inherent to each profession but not as an activity that represents a philosophy of work of the health team. When the therapeutic project is focused on as a type of consensus that results from a communicative action directed to a mutual and intersubjective understanding among the members of the mental health extra-hospital team, the difficulties of the services' team dialogically organizing themselves to collectively construct the therapeutic project is evidenced.

Justiça, razão comunicativa e emancipação social: Filosofia do Direito e Teoria da Justiça a partir do pensamento de Jürgen Habermas

Este artigo trata da interelação entre justiça, razão comunicativa e emancipação social. Ao referir-se à justiça e à injustiça, retorna a um tema de fundamental importância para a história da Filosofia do Direito, sem com isto assumir os riscos das teorias metafísicas da justiça. É a partir da teoria do discurso, de Jürgen Habermas, que as condições e os pressupostos para o desenvolvimento de uma noção de justiça pós-metafísica se torna possível. Investigar a tarefa da Filosofia do Direito, e o desafio do conceito de justiça, são tarefas desdobradas nos estudos e debates envolvidos neste texto.

Moving from sustainable management to sustainable governance of natural resources: The role of social learning processes in rural India, Bolivia and Mali

The present paper discusses a conceptual, methodological and practical framework within which the limitations of the conventional notion of natural resource management (NRM) can be overcome. NRM is understood as the application of scientific ecological knowledge to resource management. By including a consideration of the normative imperatives that arise from scientific ecological knowledge and submitting them to public scrutiny, ‘sustainable management of natural resources’ can be recontextualised as ‘sustainable governance of natural resources’. This in turn makes it possible to place the politically neutralising discourse of ‘management’ in a space for wider societal debate, in which the different actors involved can deliberate and negotiate the norms, rules and power relations related to natural resource use and sustainable development. The transformation of sustainable management into sustainable governance of natural resources can be conceptualised as a social learning process involving scientists, experts, politicians and local actors, and their corresponding scientific and non-scientific knowledges. The social learning process is the result of what Habermas has described as ‘communicative action’, in contrast to ‘strategic action’. Sustainable governance of natural resources thus requires a new space for communicative action aiming at shared, intersubjectively validated definitions of actual situations and the goals and means required for transforming current norms, rules and power relations in order to achieve sustainable development. Case studies from rural India, Bolivia and Mali explore the potentials and limitations for broadening communicative action through an intensification of social learning processes at the interface of local and external knowledge. Key factors that enable or hinder the transformation of sustainable management into sustainable governance of natural resources through social learning processes and communicative action are discussed.

A Critique of Authenticity and Recognition

While forms of ethics based upon authenticity and recognition are holding sway in contemporary philosophical debates (Ferrara, Honneth, Fraser, etc.), many of the implications of both processes – conceptual, moral, political – are still insufficiently reflected upon. The talk will offer a “critique” (in the Kantian sense) of both, based upon an analysis of the “semiotics” of authenticity and the resulting perpetuation of a regime of authority of experts, as well as commenting upon the striking absence of the realm of literature and the arts from this debate, except in some references to a rather abstract notion of Aesthetics. It will also critically revaluate the concept of agency implicit in an ethics of authenticity and recognition.

Na 1 Nachlass Max Horkheimer, 493 - Korrespondenzen mit Mitarbeitern (u.a. Gerhard Brand, Ludwig von Friedeburg und Jürgen Habermas) aus dem Institut für Sozialforschung (p. V 193, 1 - 212)

Briefe zwischen Mitarbeitern des Instituts für Sozialforschung und Max Horkheimer, 1964-1973; 13 Briefe und Beilagen zwischen dem Verwaltungsleiter IfS Siegfried Geissler und Max Horkheimer, 1968-1973; 9 Briefe zwischen Klaus Körber (Institut für Sozialforschung) und Max Horkheimer, 1971-1973; 2 Briefe zwischen dem Professor Rudolf Gunzert und Max Horkheimer, 1972; 2 Briefe zwischen Dr. Joachim Bergmann (Institut für Sozialforschung) und Max Horkheimer, 1971; 2 Briefe zwischen dem Professor Gerhard Brandt und Max Horkheimer, 1971; 6 Briefe zwischen Herbert Ludwig (Institut für Sozialforschung) und Max Horkheimer, 1966-1967; 3 Briefe von Max Horkheimer an Professor Franz Böhm, 1966; Briefe zwischen den Mitarbeitern des Instituts für Sozialforschung und Max Horkheimer, 1955-1959; 4 Briefe von Jürgen Habermas an Max Horkheimer, Frankfurt, 1957-1959; 3 Briefe zwischen Christoph Oehler und Max Horkheimer, 1959; 13 Briefe zwischen Ludwig von Friedeburg und Max Horkheimer, 1955-1959; 1 Brief von Werner Wilkening an Max Horkheimer, 1958; 1 Brief von Gerhard Brandt an Max Horkheimer, 1958; 1 Brief von Max Horkheimer an den Dekan Helmut Viebrock, 1958; 2 Briefe von Egon Becker mit Helge Pross und Ludwig Friedeburg an Max Horkheimer, Frankfurt, 1958-1959; 2 Briefe von Helge Pross mit Egon Becker und Ludwig Friedeburg an Max Horkheimer, Frankfurt, 1958-1959; 1 Brief von Dieter Arenz an Max Horkheimer, Frankfurt, 1956; Briefe vom und an das Institut für Sozialforschung (Advisory Board of the Institute of Social Research), 1940-1947; Briefe und Briefentwürfe an und von Mitgliedern des Advisory Board betreffend die Zusendung von Max Horkheimer "Eclipse of Reason" und Karl August Wittvogel/Olga Lang, "Chinese Family and Society"; vom Institut für Sozialforschung, 1946-1947; 1 Brief von Edwin Borchard vom Institut für Sozialforschung, 1947; 1 Brief von Friedrich Pollock an Alfred E. Cohn, Los Angeles, 1947; 1 Brief von Friedrich Pollock an Stephan Duggan, Los Angeles, 1947; 2 Briefe zwischen Lloyd K. Garrison und Friedrich. Pollock, 1947; 1 Brief von Friedrich Pollock an Calvin B. Hoover, Los Angeles, 1947; 1 Brief von Friedrich Pollock an Philip C. Jessup, Los Angeles, 1947; 1 Brief von Friedrich Pollock an Wesley C. Mitchell, Los Angeles, 1947; 1 Brief von Friedrich Pollock an William A. Neilson, Los Angeles, 1947; 1 Brief von Friedrich Pollock an Frederick M. Padelford, Los Angeles, 1947; 1 Brief von Friedrich Pollock an Thorsten Sellin, Los Angeles, 1947; 3 Briefe zwischen John Whyte und Friedrich Pollock, 1947; 2 Briefe zwischen Louis Wirth und Friedrich Pollock, 1947; 1 Brief von Friedrich Pollock an Howard Woolston, Los Angeles, 1947; 1 Brief von George H. Sabine an das Institut für Sozialforschung, Ithaca, New York, 1946; Briefe und Briefentwürfe an und von Mitgliedern des Advisory Board betreffend den Druck eines neuen Briefkopfs des Instituts, 1940; 1 Brief von Leo Löwenthal, Pacific Palisades an Margot von Mendelssohn, 1942; 1 Brief von Leo Löwenthal an Margot von Mendelssohn, Pacific Palisades, 1942; 1 Brief von Max Horkheimer an K. Pilser, 1942; 2 Briefe zwischen Charles A. Beard und Max Horkheimer, 1940; 2 Briefe zwischen Edwin M. Borchard und Max Horkheimer, 1940; 3 Briefe zwischen Henry Sloane Coffin und Max Horkheimer, 1940; 2 Briefe zwischen Morris R. Cohen und Max Horkheimer, 1940; 2 Briefe zwischen Alfred E. Cohn und Max Horkheimer, 1940; 2 Briefe zwischen Stephen Duggan und Max Horkheimer, 1940; 2 Briefe zwischen dem Soziologen Henry Pratt Fairchild und Max Horkheimer, 1940; 2 Briefe zwischen Sidney B. Fay und Max Horkheimer, 1940; 2 Briefe zwischen Lloyd K. Garrison und Max Horkheimer, 1940; 1 Brief von Max Horkheimer an Calvin B. Hoover, 1940; 2 Briefe zwischen Robert M. Hutchins und Max Horkheimer, 1940; 2 Briefe zwischen Philip C. Jessup und Max Horkheimer, 1940; 2 Briefe zwischen Lewis L. Lorwin und Max Horkheimer, 1940; 2 Briefe zwischen Robert S. Lynd und Max Horkheimer, 1940; 2 Briefe zwischen Robert M. MacIver und Max Horkheimer, 1940; 2 Briefe von Max Horkheimer an Charles H. McIlwain, 1940; 2 Briefe zwischen Charles E. Merriam und Max Horkheimer, 1940; 2 Briefe zwischen Wesley C. Mitchell und Max Horkheimer, 1940; 2 Briefe zwischen William A. Nielson und Max Horkheimer, 1940; 5 Briefe zwischen Howard W. Odum und Max Horkheimer, 1940; 3 Briefe zwischen Frederick M. Padelford und Max Horkheimer, 1940; 3 Briefe von Max Horkheimer an Max Radin, 1940; 2 Briefe zwischen George H. Sabine und Max Horkheimer, 1940; 2 Briefe zwischen Thorsten Sellin und Max Horkheimer, 1940; 2 Briefe zwischen James T. Shotwell und Max Horkheimer, 1940; 1 Brief von dem Soziologen Louis Wirth an Franz Neumann, Chicago, 1940; 1 Brief von Louis Wirth an Franz L. Neumann, Chicago, 1940; 3 Briefe zwischen Howard Woolston und Max Horkheimer, 1940;

La crítica al sujeto en la filosofía de Theodor W. Adorno

El propósito de la presente tesis es realizar una lectura de la crítica al concepto de subjetividad en la filosofía de Theodor W. Adorno. Los objetivos de tal lectura son fundamentalmente dos: por un lado, particularizar la crítica adorniana en el marco de otras críticas al concepto de subjetividad que marcaron el campo de la filosofía contemporánea y, al mismo tiempo, establecer un diálogo con las lecturas que de la filosofía adorniana hicieron algunos miembros más jóvenes de la denominada Escuela de Frankfurt: Jürgen Habermas, Albrecht Wellmer -críticas al compromiso con una filosofía de la conciencia- así como Axel Honneth -crítica al modelo funcionalista de análisis de lo social-. Para esto se pondrá de relieve la centralidad del materialismo adorniano en el que el concepto de naturaleza cumple un rol central, así como el carácter crítico-normativo que de este materialismo se podría plantear. Con esto se hará posible tanto diferenciar la crítica adorniana como defenderla según la confianza de que con ella se puede hacer pensable un concepto de subjetividad no represivo capaz de desarticular la rigidez del modelo moderno de identidad personal

Vocational guidance and development of competences

The present "post modern" socio-cultural modalities and the restrictions of the economic globalization lead us to reflect about the configuration of the transformations in the Vocational Guidance, committed to the concepts of "freedom", "epistemological knowledge", "competences of the subject and new roles of the school. This first exploratory incursion if the research has the purpose of retrieving the concept of freedom from the existential philosophers Heidegger and Sartre and of introducing the subject of "competences" from the social theory of Habermas. The aim is to establish new bonds between the Vocational Guidance and the above-mentioned philosophical lineaments: the freedom of the subjects and the possibility of development of those "competences" that allow to establish social, ethical and epistemological interrelations in the sphere of the Vocational Guidance, that promote a greater solidarity facing the "era of emptiness" of the post-modernity supported by Lipovestky.

La crítica al sujeto en la filosofía de Theodor W. Adorno

El propósito de la presente tesis es realizar una lectura de la crítica al concepto de subjetividad en la filosofía de Theodor W. Adorno. Los objetivos de tal lectura son fundamentalmente dos: por un lado, particularizar la crítica adorniana en el marco de otras críticas al concepto de subjetividad que marcaron el campo de la filosofía contemporánea y, al mismo tiempo, establecer un diálogo con las lecturas que de la filosofía adorniana hicieron algunos miembros más jóvenes de la denominada Escuela de Frankfurt: Jürgen Habermas, Albrecht Wellmer -críticas al compromiso con una filosofía de la conciencia- así como Axel Honneth -crítica al modelo funcionalista de análisis de lo social-. Para esto se pondrá de relieve la centralidad del materialismo adorniano en el que el concepto de naturaleza cumple un rol central, así como el carácter crítico-normativo que de este materialismo se podría plantear. Con esto se hará posible tanto diferenciar la crítica adorniana como defenderla según la confianza de que con ella se puede hacer pensable un concepto de subjetividad no represivo capaz de desarticular la rigidez del modelo moderno de identidad personal